In the Journal of the Council of Writing Program Administrators, Amy Vidali proposes “disabling” the narratives of writing Program administrators (WPAs) to open productive conversation about the intersection between disability and WPA work.
Holly Hassel and Joanne Baird Giordano advocate for the use of multiple assessment measures rather than standardized test scores in decisions about placing entering college students in remedial or developmental courses.
In the Fall 2015 issue of Computers and Composition, Tiffany Bourelle, Andrew Bourelle, and Sherry Rankins-Robertson discuss a pilot program at Arizona State University that incorporates undergraduate instructional assistants into online “mega-sections” of first-year writing in order to decrease costs without diminishing student learning or increasing faculty workload. http://tinyurl.com/pqtv4k2
Forum: Issues About Part-Time and Contingent Faculty, appears in College Composition and Communication twice a year. This Fall’s issue features three essays, by Patricia Davies Pytleski, Natalie M. Dorfeld, and Michelle LaFrance, that discuss, respectively, conversion to tenure-track for contingent faculty; National Adjunct Walkout Day (#NAWD); and the lack of research on contingent labor issues in Writing Across the Curriculum Programs. http://tinyurl.com/qy8rhus